This paper examines the role of open learning in the development and design of the Massive Open Online Course (MOOC). It explores faculty and institutional resistance to open resources, arguing that institutional priorities are not supportive of student access. It suggests that these priorities shaped the design of institutional MOOCs, resulting in MOOCs that are inconsistent with the original intent as designed originally by the author. The role of the MOOC in incorporating, using and sharing open educational resources is highlighted from a pedagogical and methodological perspective.
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